Eleanor Lemmer

Empowerment of women students through educational achievement: a narrative enquiry

Abstract Education is the basic tool for empowering women, and this is particularly striking among women from deprived economic and social backgrounds. Narratives of womens lives indicate different statuses of self-development, which are further complicated by issues of race, class and socioeconomic position. This paper presents the stories of four black midlife women with a view to examining how women from a background of extreme deprivation construct and give meaning to the story of their educational history and its contribution to their self-identity. Data was collected through written life histories and interviews and analysed according to two narrative models. The findings illustrate how the women made sense of trauma and difficult life transitions, describe their ultimate empowerment through educational and professional achievement, and illustrate the use and value of narrative enquiry in research in education.

English reading and writing performance of Xitsonga-speaking grade 7 learners in township schools : a case study

A clear preference for English as language of teaching and learning (LoLT) is evident in most South African schools. However, discrepancies exist between language policy aims and educational outcomes with regard to the successful acquisition of English among English second language (ESL) learners. Effective participation in all learning activities is closely linked to learners’ proficiency in the LoLT; poor English proficiency leads to underachievement across the curriculum. In the light of this, a case study as conducted to investigate the English reading and writing performance of Grade 7 Xitsonga-speaking learners in three selected township schools in the Tshwane metropolitan area, Gauteng Province. Firstly, a literature review was undertaken to explore the importance of reading and writing skills in the classroom with particular reference to the demands made on ESL learners. Following this, standardised tests were used to assess the learners’ English reading and writing performance. Findings indicated that learners performed poorly in both reading and writing; however, no significant relationship could be demonstrated between reading and writing, possibly due to the nature of the components of the test. The overall lack of reading and writing competence in English holds implications for learners’ academic achievement in all learning areas in situations in which English is used as the LoLT.

Invisible barriers: Attitudes toward women in South Africa

Abstract South African women are playing an increasingly important role in public life. However, social trends show that gender equity has not been attained. Barriers to the full realization of female potential are intemal and extemal. Attitudes towards women within the particular context of South African society are examined. Sex-role ideology, moulded by the patriarchal character of South African society and concomitant authoritarian norms, is investigated. Attention is given to the vulnerable position of black women whose estate is shaped by a dual discrimination of race and sex. The presence of black domestic workers affects relations between white and black women and impedes the amelioration of conjugal sex roles among Whites. In particular, the position of middle-class white women is described. The effect of religious views on sex roles is discussed as well as the female image propagated by the media. Attitudes towards women within the familial power structure reveal a slowly increasing egalitariani...

Far from the city lights : English reading performance of ESL learners in different types of rural primary school

In this paper, the findings of a research study, in which the English reading performances of Grade 7 English Second Language (ESL) learners in four different types of rural primary school which use English as the language of learning and teaching (LoLT) were observed, are examined and how poor scores can be partly explained by the social context of learners and schools is explored. Although the Language in Education Policy in South Africa seeks to distribute and maintain the linguistic capital of the official languages through its support of multilingualism, the predominant preference for English as the LoLT in schooling disadvantages most ESL learners and perpetuates inequality in learner outcomes. This situation is exacerbated in certain school contexts such as those in rural settings. Bourdieu’s theory of linguistic capital and Coleman’s distinction between school social capital and home social capital are used as theoretical frameworks to the empirical inquiry undertaken in this study. The findings indicate a difference in the grammar and comprehension scores of learners in the respective participating schools as well as a sharp difference in the performance of learners in the different types of school involved. This suggests the current use of English as the LoLT does not mean that linguistic capital is equally distributed throughout schools. School type can thus act as an agent of cultural reproduction which influences learner outcomes.

Not Merely A Matter Of Academics’: Student Experiences Of A South African University As Study-Abroad Destination

Abstract Study abroad programmes attract considerable numbers of American college students; however, very few select an African country as their study-abroad destination. This article explores the experiences of American undergraduates who made the uncommon choice of a South African university as destination for a mid-length immersion type programme. The researcher examined the nature and purpose of, and trends in, study abroad by a literature review; a conceptual theoretical framework comprised theories of cultural adjustment. The qualitative enquiry used semi-structured, diachronic interviews at three critical intervals to obtain data from six purposefully chosen participants who spent a semester at the University of Kwa-Zulu Natal. Key findings indicated fluidity in the stages of cultural adjustment; the role of social networks; the impact of race and gender on adjustment; and reflections on South Africa as a study-abroad destination in retrospect. Finally, the potential of South African universities as study abroad destination for international students is suggested.

Problems and Prospects in Early Childhood Education Provisioning in Turkey and South Africa

The benefits of early childhood development (ECD) programmes are strongly supported by evidence of reduced school dropout and repetition rates. However, the literature on ECD is primarily grounded in research based in the United States (US); in the light of this gap in the literature, this paper provides a comparative overview of ECD policy and practice from outside of the US, namely in South Africa and Turkey. As a theoretical framework the paper has followed the World Bank’s Systems Approach for Better Education Results (SABER)-ECD Analytical Framework. Findings indicate that both countries have established an enabling policy environment for ECD but implementation and the setting of and compliance to standards for quality is still emerging, in spite of massive strides made in this field during the past fifteen years.

Teaching Mandarin as a foreign language in Higher Education institutions in South Africa

Foreign language learning is a hallmark of the internationalisation of university education and a key to enabling graduates to participate in a globalising world. Currently, China is both a global political player and a key market and trading partner for the West and for Africa. Linked to these economic and political factors, non-Chinese speakers in higher education systems worldwide are showing a rapidly expanding interest in learning Mandarin Chinese as a foreign language. Notwithstanding the complexity of learning Chinese, the expansion of Mandarin tuition on all levels of education has exhibited a striking linguistic pattern. In line with international trends, the demand for learning Mandarin as a foreign language in higher education in South Africa is mainly driven by China’s political importance and the burgeoning trade partnership between China and South Africa. This article provides an exploratory overview of the teaching of Mandarin as a foreign language and the related study of Chinese culture in four higher education institutions in South Africa: The University of South Africa (Unisa), The University of Stellenbosch (US), Rhodes University (RU) and The University of Cape Town (UCT). The article concludes with an appraisal of the small but growing interest in Mandarin study in the higher education system of this country. An argument is presented that this promotes the internationalisation of South Africas higher education, that the inclusion of cultural studies in language courses offers a deeper engagement than language studies alone, and that a current weakness in provision is the lack of articulation with postgraduate degrees in Chinese language study and research. Finally, the role of the Confucius Institutes in the provision of Mandarin tuition is highlighted.

Student satisfaction with short learning programmes at a distance learning institution

Abstract The relevance of short learning programmes as an alternative to full time tertiary degree courses at open and distance learning institutions forms the primary focus of this article. A new kind of student is on the increase in higher education: the mature student who prefers to study part-time in order to combine his or her studies with the advancement of his or her professional life. This kind of student is often interested in short duration, non-degree courses, such as short learning programmes, which have a high degree of specificity in order to update or expand the knowledge needed to enhance their occupational lives. Course applicability and effectiveness, evaluated as student satisfaction with these programmes, are vital in terms of the strategic planning of institutions. This article reports on an analysis of the dimensions that determine satisfaction with short learning programmes at a distance learning institution. Data was obtained by an electronic survey of students who had completed short learning programmes. Findings indicate that teaching staff, teaching methods and course administration are key elements to achieving satisfaction, and students’ loyalty to the institution is expressed in their intention to continue with their studies and to recommend the programmes to other prospective students.

Factors influencing the participation of undergraduate students from sub-Saharan Africa in higher education in the United States of America

Abstract This article reports on factors influencing the participation of undergraduate students from sub-Saharan Africa in higher education in the United States of America (US). A literature study investigated aspects of undergraduate study in the US as applied to international students. The policy of the US government and of individual institutions of higher education toward the enrolment of international students, its benefits and procedures for application are outlined. Against this background, an empirical investigation comprising two surveys, which produced descriptive statistical data, was undertaken. Data were gathered by means of two separate questionnaires from a stratified random sample of two-year and four-year private and public colleges in the US as well as from the population of Educational Advising Centers in sub-Saharan Africa. The findings indicated that the primary constraints faced by undergraduate Sub-Saharan African students relate to a lack of funding, an inability to access information and the application process. Based on these findings, brief recommendations to improve practice are suggested.

Parents as consumers: a case study of parent satisfaction with the quality of schooling

Abstract In marketised school systems schools are financed by taxes and school fees, which effectively turns parents and children into consumers of education. This legitimises a claim to quality schooling. This paper deals with parent satisfaction with children’s schooling and is based on a case study carried out at a public primary school with a predominantly white learner population in a middle-class neighbourhood. Results indicate that although parents expressed appreciation for the school, they identified specific weaknesses. Recommendations were made regarding the timing of surveys, the degree of teacher buy-in to this endeavour and the importance of using open-ended questions to gain an indication of parent satisfaction.